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The Consolidation of School Districts^ 
The Centralization of Rural Schools^ 



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THE TRANSPORTATION OF PUPILS AT PUBLIC 
EXPENSE. 



PUBLISHED BY TiiE k'pi.Xp .QF-^^^RASKA, 
DEPARTMEI^I.T Q^'?yBLIC 'iP^STRUCTION, 



WILLIAM K. FOWLER, 
State Superintendent. 



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District School No. J, Hall County, Nebraska 




Teacher's Residence, Property of District No. I, Hall County 



CONSOLIDATION OF RURAL S3KOOLS. 
William K. Fcwler, State Superintendent, Lincoln, Neb. 

An address delivered before the Department of School Administration, 

Nilionil E /ucLitional Association, Thursday morning, July 9, 1903. 

T..ij subject lo usually more fully expressed as The Consolidaticm of 
School DistricLs, the Centralization of Rural Schools, and the Transporta- 
tion of Pupils at Public Expense. 

The ideal plan contemplates the discontinu-^.nce of the small schools 
within a given area, say a congressional township, and the maintenance 
of one graded school instead at some point near the center of the town- 
ship. To illustrate: suppose a township to be divided into nine rural 
school districts, each comprising four square miles of territory, with a 
low assessed valuation, a high tax levy, a small, neglected and dilapidated 
frame schoolhouse varying from 16x24 feet to 24xS0 feet, with three win- 
dows on each cide and one window and a doer in one end, a stove, and 
without basement and interior closets. This schoolhouse, if located at 
the center of this school district of four square miles, will be two miles 
by section line roads from the homes at the corners of the district. 
School is maintained six, seven or eight months during the year, under 
the jurisdiction of a board of three trustees, and in our busy western 
section of the country, is usually taught by a young woman under twenty- 
one years of age, who is paid $30 a month for teaching or " keeping " 
school, building fires and " sweeping out." In this school we may find 
an average daily attendance of sixteen pupils, a high estimate by the 
way, representing all ages from five to twenty years, all grades from 
the primary to the high school and occasionally with two or three high 
school branches crov\rded in, and from thirty to forty recitations daily. 
The attendance is irregular and spasmodic, and tardiness is often the 
rule, children continuing to arrive until ten o'clock. Pupils are " put 
back " term after term by the " new " teacher, as records are usually 
destroyed or lost. Apparatus is either unknown or out-of-date, black- 
board scanty and furniture rackety. This is t'.ve good old-fashioned 
" deestrick skool " taught by the new woman of twenty who has suc- 
ceeded and supplanted the old man of forty — and of forty years ago! 

Consolidation or centralization proposes to discontinue these small 
districts as separate organizations, and these rurjl schools and school- 
houses, and to establish in lieu thereof one central graded school for the 
township, housing ten or more grades in a four-room frame or brick 
schoolhouse, well constructed, correctly lighted, heated, ventilated, and 
seated, with basement and interior closets, a janitor, a principal and 
three other teachers, thirty-six pupils and three grades to the room, 
twelve to fifteen recitations daily in each room, and to transport the 
pupils by public conveyance to and from the schoolhouse daily. We 
would then have a township board of education of five or seven members, 
would and could pay the principal $G0.00 to $75.00 a month and the 
three assistants about $45.00 a month each. With reference to the 



attendance of pupils, nine times sixteen is equal to four times thirty-six. 
But the attendance would be better, larger, more regular, pupils would 
be more punctual, and their progress provided for systematically. Their 
health would be better and better cared for, and their happiness would 
be greater. 

This is the extreme view and ideal plan, perhaps, before and after 
taking consolidation and centralization. But conditions in many rural 
communities may be vastly improved by consolidating and centralizing 
in part, by discontinuing permanently or temporarily a school district 
and uniting it to an adjoining one. 

Consolidation of schools and transportation of pupils is operative to 
a greater or less degree in the following states, either under provision of 
law or by sufferance: 

California, Connecticut, Florida, Georgia, Hawaii, Indiana, Iowa, Kan- 
sas, Louisiana, Maine, Massachusetts, Michigan, Minnesota, Missouri, 
Nebraska, New Jersey, New Yoi'k, North Carolina, North Dakota, Ohio, 
Pennsylvania, Rhode Island, South Dakota, Texas, Vermont, Wisconsin; 
and in the five provinces of the Dominion of Canada under the Macdonald 
plan. 

ARGUMENTS FOR CONSOLIDATION. 

1. It insures a much larger per cent of enumerated pupils enrolled. 

2. Reduces irregular attendance. 

3. Prevents tardiness among transported pupils. 

4. Pupils can be better classified and graded. 

5. No wet feet or clothing, nor colds resulting therefrom. 

6. No quarreling, improper language, or improper conduct on the 
way to and from school. 

7. Pupils are under the care of responsible persons from the time 
they leave home in the morning until they return at night. 

8. Pupils can have the advantage of better schoolrooms, better 
heated, better ventilated, and better supplied with apparatus, etc. 

9. Pupils have the advantage of that interest, enthusiasm and con- 
fidence which large classes always bring. 

10. Better teachers can be employed, hence better schools. 

11. The plan insures more thorough and more complete supervision. 

12. It is more economical. Under the new plan the cost of tuition 
per pupil on the basis of total enrollment has been reduced from $16.00 
to $10.48; on the basis of average daily attendance, from $20.66 to 
$16.07. This statement is for the pupils in subdistricts Nos. 10 and 13, 
Lake county, Ohio. 

13. It permits a better grading of the schools and classification of 
pupils. Consolidation allows pupils to be placed where they can 
work to the best advantage, the various subjects of study to be wisely 
selected and correlated and more time to be given to recitations. Pupils 
work in GRADED schools, and both teachers and pupils are under syste- 
matic and closer supervision. 

14. It affords an opportunity for thorough work in special branches 



3 

such as drawing, music and nature study. It also allows an enrichment 
in other lines. 

15. It opens the door to more weeks of schooling and to schools of 
a higher grade. The people in villages almost invariably lengthen the 
school year and support a high school for advanced pupils. 

16. It affords the broader companionship and culture that comes 
from association. 

17. It quickens public interest in the schools. Pride in the quality 
of work done secures a gi'eater sympathy and better fellowship through- 
out the township. The whole community is drawn together. 

18. Public barges used for children in the daytime may be used to 
transport their parents to public gatherings in the evenings, to lecture 
courses, etc. 

19. Transportation makes possible the distribution of mail through- 
out the whole township daily. 

20. By transpoi'tation the farm again, as of old, becomes the ideal 
place in which to bring up children, enabling them to secure the advan- 
tages of centers of population and to spend their evenings and holiday 
time in contact with nature and plenty of work, instead of idly loafing 
about town. 

21. The teacher's work is so well organized that the average recita- 
tion period is trebled. 

22. One or two large families cannot " freeze out " the teaclier. 

23. The farmer and his family are more content with their self- 
sustaining occupation. 

24. Ethical culture is afforded free from the dissipations of social 
life as manifested in cities. 

25. Parents who are observant say that the cost of shoes woi'n out 
in walking to the separate schools and the cost of medicine and doctors' 
bills more than pay for the transportation. 

2G. Transportation makes it easier to maintain a quarantine in case 
of disease and prevent the spread of contagion. 

27. By centralization there will be fewer and better teachers in our 
schools. It will be a case of the survival of the fittest. Better salaries 
will be paid those who do teach, thus enabling a person to make it pos- 
sible to acquire a high school and normal training before attempting 
to teach. 

28. By centralization all the children of the township have the same 
chance for higher educational advantages, which under the present plan 
only five or ten persons are able to get by leaving home and going to 
the city. 

29. By centralization we go a long ways toward the solution of the 
problem, " How to Keep the Boys on the Farm." We bring to the farm 
that which he goes to the city and town to secure. Such a school may 
become the social and intellectual center of the community life. With a 
library room, music, debating club, etc., our boys and girls will hesitate 
to leave home and such a school for the uncertainties of city life. Cen- 



tralization will not only keep the boys on the farm but it will help to 
keep the big boys in the school. 

ARGUMENTS AGAINST CONSOLIDATION. 

1. Depreciation of property; decreased valuation of farms in dis- 
tricts where schools are closed. 

2. Dislike to sending young children to school far from home, away 
from the oversight of parents; and to providing a cold lunch for them 
rather than a warm dinner. 

3. Danger to health and morals; children obliged to travel too far 
in cold and stormy weather; obliged to walk a portion of the way to 
meet the team, and then to ride in damp clothing and with wet feet; 
unsuitable conveyance and uncertain driver; association with so many 
children of all classes and conditions; lack of proper oversight during 
the noon hour. 

4. Insufficient and unsuitable clothing; expense to parents of prop- 
erly clothing their children. 

5. Difficulty of securing a proper conveyance on reasonable terms 
or, if the parent is allowed compensation, of agreeing upon terms satis- 
factory to both parents and school officials. 

G. Local jealousy; an acknowledgment that some other section of 
the township has greater advantages and is outstripping any other lo- 
cality. 

7. Natural proneness of some people to the removal of any ancient 
landmark or to any innovation, however worthy the measure, or however 
well received elsewhere. 

8. Less freedom of the individual pupil to advance at a rate best 
suited to him. 

9. Saloon at the center. 

10. Too long distances; bad roads, blocked in winter for weeks. 

11. Invasion of individual rights. 

12. If fatal diseases are carried to or start in these schools, then 
most all of the children of the township are exposed to them. 

THE RURAL SCHOOL PROBLEM: A SOLUTION. 

Conscli-iticn of School Districts, Centralization of Schools, and Public 

Transportation of Pupils. 

From the Seventeenth Biennial Report of the Department of Public In- 
struction, State of Nebraska. 

I have great faith in the rural school, in its powers, and of what it 
may do for the individual pupil, but I think the result of its work on 
the average does not compare with the work of the best city schools, and 
cannot under the present conditions. How to improve the present con- 
ditions is a serious problem, and I know of but one solution. Rural mail 
delivery is now spreading through this western country. Roads are being 
improved. Telephones are coming into common use in the country 
as well as in the cities. Many counties in Nebraska have organized 



county telephone systems, and before long all calls for physicians, for 
supplies and provisions, for broken castings for farm machinery, 
for twine for the binder, for drugs and medicines and for hundreds of 
other little things will be by telephone, and thereby one-half of the time 
usually expended in securing them will be saved. 

We must enrich rural life and increase the advantages of the farmer 
and his family in order to counteract the flow of humanity from country 
to city. A census bulletin issued last year states that the percentage 
of population of the United States in cities of 8,000 or more inhabitants 
has steadily increased each decade. It was 3.4 per cent in 1790, 12.5 per 
cent in 1850, 22. G per cent in 1880, 29.2 per cent in 1890, and 33.1 per cent 
in 1900. The percentage of our population that lived in cities of 4,000 
or more inhabitants in 1880 was 25.8; in 1890, 32.9; and in 1900, 37.3. 
These figures are significant. They mean that from 1880 to 1890 seven 
persons in every one hundred of our population moved from country or 
villag3 to city and none moved back. From 1890 to 1900 four or five 
persons in every one hundred moved from country or village to city and 
none moved back. What shall we do to be saved from our great cities? 
Shall we permit the decay and destruction of our pure country life, or 
shall we endeavor to bring some of the great comforts and conveniences 
ami advantages of city life into the country? 

Now for years we have been working at cutting up Nebraska and its 
counties into small school districts. Schools of a few pupils are the 
rule, and large schools are the exception. What inspiration can the 
pupils of a school of three or four or half a dozen have to do good work? 
There is no life, energy, inspiration, emulation or desire to excel. The 
school is dead spiritually and intellectually, and I have seen many a 
small school that might as well have been discontinued as far as practical 
results were concerned. You may be doing well under the conditions, 
but what are the conditions? How could they be much worse? Poor, 
battered old schoolhouses, sometimes lacking paint, with cannon-ball 
stoves, and cheerless yards; while in our cities we are building modern, 
scientific structures, correctly heated, ventilated, lighted and seated, often 
built of brick, sometimes with stone foundations and with beautiful sur- 
roundings. Many of the best schools of Nebraska are in towns employ- 
ing from three to six teachers. There they have but two or three classes 
in each room, with all the rooms in one building, a principal who may 
Unow what each class is doing, thereby securing better and closer super- 
vision than is possible in larger places, and a janitor to look after school 
property. 

Why do you not have the same in your rural communities? It is 
not an impossibility. Let me suggest to you what has been done in some 
of the eastern states. Thirty years ago in Massachusetts they began 
centralizing their rural schools by public transportation of pupils in vans 
or wagons. About ten years ago the plan had reached Ohio, and in 
the last few years it has spread into Indiana, Illinois, and is now being 
strongly advocated in Iowa. Briefly the plan is this: Instead of nine 
rural districts with al)out four sections of land each, teachers with sal- 



6 

aries of about $35.0U, and an average enrollment ot twenty pupils, we 
have in the center of the township a brick building of four rooms, with 
forty-five pupils in each room, and two or three grades only. We may 
have a principal of considerable training and experience, who receives 
a salary of from $C0.00 to $75.00, and teaches the highest room. The three 
other teachers receive about $45.00 each. There is a janitor who looks 
after the building, its heating plant, its toilet rooms or outbuildings and 
the grounds generally. There may be sheds in which the horses are 
kept during the day. The pupils are gathered from various parts of 
the township by covered vans or wagons that start at 7:45 a. m., or at 
a stated regular time, day after day, and cover an established route, pick- 
ing up the children along the way and delivering them at the schoolhouse 
at about 8:45; distributing them again after four o'clock in the afternoon. 
Where the plan has been in operation, the drivers selected are clean, 
capable, sober men, not given to profanity or tobacco, and are paid $25.00 
or $30.00 per month. They furnish their own team and wag(5n, with lap 
robes, and as a rule, carpet their vehicles and provide seats; let me say 
right here, that in bad weather, in rain or storm or strong wind, I would 
rather my child would ride five miles in such a vehicle than walk one or 
two miles. In pleasant weather, I would just as soon have him walk 
as ride. 

CONSOLIDATION OF SCHOOLS. 
To overcome the many disadvantages in the present I'ural school 
system in Nebraska, and for the purpose of giving every farmer's girl and 
boy in this noble commonwealth opportunities equal to those of the girls 
and boys of the village and city, we recommend to the careful considera- 
tion of every rural school board and to the fathers and mothers in these 
rural districts the consolidation of schools and the transpoi'tation of 
pupils. Consolidate, or centralize, the weak districts into a common cen- 
tral school, conveying the pupils from every part of the greater district 
or the congressional township to, and from the central schools by means 
of covered vans or wagons, in charge of clean, capable, careful drivers. 
Such a plan would now be legal, as the six-mile limit in the formation of 
school districts has been removed. And we already have the trans- 
portation law. Notice the following provisions of Nebraska School Laws. 

1. One district may be discontinued, and its territory attached to 
other adjoining districts, upon petitions signed by one-half of the legal 
voters of each district affected. (Subdivision 1, Section 4, Fourth Condi- 
tion.) 

2. The six-mile limit in the formation of school districts has been 
removed, and districts may now be formed extending more than six miles 
in any direction. 

3. The district board may (and usually should) close the weaker 
and smaller schools in a district and transport the pupils at public ex- 
pense to any other school in the district. A board of education of a 
city, or a board of trustees of a high school district, by a two-thirds vote 
of the entire board, or a district board of any school district in this state 



when authorized by a two-thirds vote of those present at any annual or 
special meeting, is hereby empowered to make provision for the trans- 
portation of pupils residing within said district to any other school 
(within said district) to which said pupils may lawfully attend, whenever 
the distance from such schools shall render it impracticable for said 
pupils to attend without transportation. (Subdivision 5, Section 4b.) 

4. Or, the district board may close school and transport their pupils 
at public expense to a neighboring district without forfeiting the state 
apportionment. A board of trustees of a high school district, or a dis- 
trict board of a school district in this state, when authorized by a two- 
thirds vote of those present at any annual or special meeting, is hereby 
empowered to contract with the district board of any neighboring dis- 
trict for the instruction of (all) pupils residing in the first named district 
in schools maintained by the neighboring district, and to make provision 
for the transportation of said pupils to the above-named school of the 
neighboring district under the conditions named in the preceding sec- 
tion; Provided, That school districts thus providing instruction for their 
children in neighboring districts shall be considered as maintaining a 
school as required by law; Provided, further, That the teacher of the 
last-named school shall keep a separate record of attendance of all pupils 
from the first named district and make a separate report to the director 
of said district. 

CONSOLIDATION IN OTHER STATES. 

In answer to an inquiry for the latest phase or condition of the con- 
solidation of rural schools, the state departments of public instruction of 
the several states sent the following brief expressions of opinion in addi- 
tion to the printed matter hereafter refei-red to: 

ARIZONA— There has never been any concerted action in Arizona 
in the matter of consolidation of rural schools; we having such a 
sparsely settled country and the districts being in many instances sev- 
eral miles apart, the consolidation idea cannot be satisfactorily worked 
to any extent. We have no matter, printed or otherwise, bearing on the 
subject. When the population has become more dense, there will be 
closer relations between districts and the plan of consolidation may be 
more seriously considered. 

CALIFORNIA — There was a measure enacted at the recent session 
of the legislature (Assembly Bill No. 532). As yet it is only an experi- 
ment in California, but I anticipate good results from it when it shall 
have been tried. Of course, I do not think it adapted to many sections 
of our state, only to those portions where there are good roads and well 
populated communities. 

COLORADO — Conditions are such in Colorado that we have prac- 
tically done nothing in this line, but interest is now being awakened. 

DISTRICT OF COLUMBIA— As we do not have to deal with rural 
schools as they obtain in a state, we have no printed matter on the sub- 
ject. For the same reason there is nothing I could say from a practical 
point of view that would be of service to you. 



GEORGIA — Concolidation has gradually been going on in this state,, 
although there have been no laws passed on this subject. The matter is 
lelt largely with County Boards of Education. In most cases they have 
procesded very slowly in the matter and have obtained good results. 

ILLINOIS — There seems to be a widespread interest in this state 
about the matter of transportation. There was no legislation passed 
during the last session of the General Assembly. I think, however, by 
the next biennial session the sentiment will be so strong that the legisla- 
ture will be disposed to act. 

IOWA — The work of consolidation goes forward merrily in this 
state. 

KANSAS — Consolidation is rapidly gaining favor in this state. 
Where it has been triad there is no fault to find with it. 

MICHIGAN — We have just secured the necessary legislation by which 
we are now able to centralize schools, using a portion of the public 
money for the transportation of pupils. That was all that was neces- 
sary, and we are now in shape to begin an active campaign and to 
reach some definite practical results. 

MINNESOTA — I have nothing original to add to our bulletin at this 
time. We have but three or four consolidated \districts in Minnesota as 
yet, but in about a dozen places schools are temporarily suspended and 
the pupils are being transported at public expense to adjoining districts. 
Last winter, upon my recommendation, this plan was legally authorized. 

MISSOURI — We have not done much in Missouri along the line of 
consolidation of rural schools. We have a law authorizing it, but the 
people have not consolidated in more than four places, and only in two 
of these have the schools been consolidated; in the other two it is 
simply district coneolidation. 

NORTH DAKOTA — Consolidation has been tried in several of the 
counties in this state, and the reports which we have on file indicate 
that this plan is entirely satisfactory and a great improvement over the 
old system. 

OHIO — This plan gives general satisfaction in this state where the 
conditions are at all favorable, and I personally believe that it is the 
solution of the question of better schools in rural districts. 

OKLAHOMA — We are just beginning the plan in Oklahoma. It is 
being discussed in every county. We are having trouble, however, be- 
cause most of the districts have bonded and cannot lose their identity. 

OREGON — We are crowding the consolidation idea and are meet- 
ing with very much encouragement, although we have not had any 
districts, as yet, consolidate. It takes time to overcome the inertia of 
long settled customs ancj so we will not be at all discouraged if the 
movement advances slowly. I am particularly anxious that no districts 
do consolidate unless they make a success of it. We find the best way 
to get it before the people is to present it in mass meeting and have be- 
fore the people maps showing the boundaries of the districts, roads, 
residences, etc. 



SOUTH DAKOTA — So far as this department has been able to learn, 
the work attained in such schools has been superior to the single district 
system and has been a saving to the people of about one-fourth. The at- 
tendance has also been better. Especially is this true of students of the 
higher grades. 

TEXAS — Very little has been done in this state in the way of con- 
solidating rural schools. There are perhaps one or two counties which 
have during the past year to some extent tried the consolidation plan, 
but these lew cases have not been sufficient lor a test. I have in public 
addresses and in letters from the department encouraged the consolida- 
tion of schools. I hope Texas will soon appreciate the advantages of 
the consolidation plan. 

UTAH — In my recommendations to the last legislature, I suggested 
that all school districts in a county be united in one, and that one be 
governed and controlled by a competent board of education consisting 
of five, seven or nine members, according to the class of the county. I 
said but a few words in regard to the matter, simply stating that in my 
opinion such consolidation would aid materially in unifying and strength- 
ening our present school system. A bill thus to provide for the consoli- 
dation of the school districts was presented to the legislature, but it 
failed to pass. Consolidation is being effected in many of our counties, 
however, on a smaller scale. The central school is steadily increasing 
in numbers. Again, Utah's rural districts are somewhat diffeient from 
the rural districts of most states. Towns have sprung up at the mouths 
of canyon streams. There the people live, while the farms are from one 
to ten miles from their homes. 

VERMONT — Vermont is making some progress in the matter of 
consolidation of rural schools. The hilly nature of the state is a very 
grave difficulty in the extension of this movement. The people of Ver- 
mont are always conservative and make assured, though moderate, prog- 
ress. 

WYOMING — The community of Wheatland, in the county of Lar- 
amie, of this state, requested my opinion last winter as to whether or 
not, under the law, they would be permitted to consolidate several of 
the schools and to furnish transportation for pupils. I looked into the 
law and rendered an opinion to the effect that I believed they would be 
warranted in consolidating, providing, of course, they' were able so to 
decide. Upon my suggestions or opinion they decided to consolidate, and 
I understand now that the same is in operation, but can give you no in- 
formation as to whether successful or not. From my knowledge of the 
locality referred to I am of the opinion that consolidation would be more 
succef:sful there than in most localities. In numerous portions of this 
state 1 do not believe consolidation advisable and the reasons are ol)- 
vious. 

REFERENCES. 

I append herewith a list of printed articles on the consolidation of 
school districts, centralization of schools, and transportation of pupils, 



10 

for reference: (States with names in blaclv type have consolidated some 
schools successfully.) 

AUSTRALIA — Report of the Minister of Public Instruction of Vic- 
toria for the year 1901-1902, p. 20, 21, 39, 43. 

CALIFORNIA— Assembly Bill No. 532, or Senate Bill No. 482, An act 
providing for the formation of union school districts and the mainte- 
nance therein of union schools, 1903. 

CONNECTICUT— Report of the Board of Education together with 
the Report of the Secretary of the Board, 1899, Conveyance of Children, 
p. 142-145. Report for 1900, Laws relating to education, Ch. ix. Con- 
solidation of School Districts, p. 52-GO; Conveyance of Children, p. *267- 
*271. Report for 1902, Conveyance of Children, 186-188; Consolidation 
of Schools, 332-335. 

FLORIDA — Biennial Report of the Superintendent of Public In- 
struction for the two years ending June 3, 1900 (From reports of county 
superintendents) 331, 341, 352, 379, 391, 412. Summary, 19. 

GEORGIA — Thirtieth Annual Report from the Department of Edu- 
cation for 1901, Consolidation of Districts and Transportation of Pupils, 
21-23; Consolidation of Rural Schools and the Transportation of Chil- 
dren, by M. B. Dennis, 98-106. 

HAWAII — Report of Inspectors of the Department of Public In- 
struction, December 31, 1902, Consolidated Schools, 23. 

IDAHO — Biennial Report of the State Superintendent of Public In- 
struction. 1900, Rural School Districts, G-7. 

ILLINOIS — Twenty-Fourth Biennial Report of the Superintendent 
of Public Instruction, July 1, 1900-June 30, 1902, Consolidation of the 
Small Districts once more, 11-14. 

INDIANA — Twentieth Biennial Report of the State Superintendent 
of Public Instruction for the school years ending July 31, 1899, and July 
31, 1900, The Rural School— (a) The Small School, (b) Transportation of 
Pupils, 520-587. Twenty-First Biennial Report for years ending July 31, 
1901, and July 31, 1902, School Economy— (a) The Small School, (b) A 
New Organization in the Country, 155-lGl, Consolidated Schools, 727-762. 

IOWA — Biennial Report of the Department of Public Instruction for 
the Period ending September 30, 1901, Ch. II, Consolidation of Schools 
and Transportation of Children, 29-97. (Issued in pamphlet form). 

KANSAS — Thirteenth Biennial Report of the Department of Public 
Instruction for the years ending June 30, 1901-June 30, 1902, The Con- 
solidation of Rural Schools, 38-48. Circular of Information Regarding 
Consolidation of Rural Schools, March 1, 1902. 

LOUISIANA — Biennial Report of the State Superintendent of Public 
Education, 1900-1901, Attendance, C-8. 

MARYLAND— Thirty-Sixth Annual Report of the State Board of 
Education for the year ending July 31, 1902, Minutes of the Association 
of School Commissioners of Maryland, Session of 1902 — Resolution of 
State Superintendent commending consolidation of rural schools, xliii. 

MASSACHUSETTS— Sixty-Second Annual Report of the Board of 



11 

Education together with the Sixty-Second Annual Report of the Secretary 
of the Board, 1897-1 898, Consolidation of Schools and the Conveyance of 
Children, by G. T. Fletcher, Agent of the Massachusetts Board of Edu- 
cation, 4:]5-459. Sixty-Third Annual Report, 1898-1899, Expense of Con- 
veying Children, 155-159. Sixty-Sixth Report, 1902, Conveyance of Pupils, 
101-104. 

MICHIGAN — Sixty-Fifth Annual Report of the Superintendent of 
Public Instruction for the year 1901, The Rural High School, 5-11; An 
Investigation of the Centralized Schools of Ohio, 12-30; Transportation 
of Pupils, 31-34 (issued also in pamphlet form). 

MINNESOTA — Twelfth Biennial Report of the Superintendent of 
Public Instruction lor the school years ending July 31, 1901-1902, Bulle- 
tin No. 1 — Consolidation of Rural Schools and Transportation of Pupils 
at Public Expense, 271-290 (issued in pamphlet form). 

MISSOURI— Fitty-Third Report of the Public Schools for the year 
ending June 30, 1902. The Rural School Problem, 4-11. 

^lONTANA — Circular letter of the state superintendent on The Con- 
solidation of Schools. 

NEBRASKA — Sixteenth Biennial Report of the State Superintendent 
of Public Instruction, January, 1901, Transportation of Pupils and In- 
struction in Neighboring District, 40-42. Seventeenth Biennial Report, 
January, 1903, The Rural School Problem: A Solution — Consolidation of 
School Districts, Centralization of Schools, and Public Transportation of 
Pupils, 400-409. School Buildings and Grounds in Nebraska, Department 
of Public Instruction, 228-2G5. 

NEW HAMPSHIRE— Fifty-Second Report of the Superintendent of 
Public Instruction, 1902, Consolidation, 278-279. 

NEW JERSEY — Annual Report of the State Board of Education and 
of the Superintendent of Public Instruction for the school year ending 
June 30, 1902, Reports from county superintendents on the transportation 
of pupils, 59, 84. 

NEW YORK— Forty-Second Annual Report of the State Superin- 
tendent for the school year ending July 31, 1895, The Consolidation of 
School Districts, LXXXVII. Forty-Fourth Report, 1897, The Rural School 
Problem, XI. Forty-Sixth Report, 1899, Consolidation of School Districts, 
55-5G. Forty-Seventh Report, 1900, Consolidation of School Districts, 11; 
Contract with Adjoining Districts, 13. Forty-Ninth Report, 1902, Con- 
solidation of Weak Districts, Ixix. 

NORTH CAROLINA— Biennial Report of the Superintendent of Public 
Instruction for the school years 1900-1901 and 1901-1902, School Dis- 
tricts, xviii-xxvi; the Rural Schools, Iviii; Signs of Hope and Evidences 
of Progress, Ix, 3rd paragraph; Consolidation of Districts, 3G5-373 (Edu- 
cational Bulletin No. 1). 

NORTH DAKOTA — Seventh Biennial Report of the Superintendent 
of Public Instruction for the two years ending June 30, 1902, Consolida- 
tion of Rural Schools, 24-28 (issued in pamphlet form) ; 300, 303, 291. 

NOVA SCOTIA— Annual Report of the Superintendent of Education 



12 

for the year enuing July 31. 190i. Consolidation of Sections, xi. 

OHIO — Forty-Seventh Annual Report of the State Commissioner of 
Common Schools for the year ending August 31, 1900, Centralization Law, 
12-15. Forty-Eighth Annual Rerort, 1801, Centralization of Schools, 
18-19. 

ONTARIO — Report of the Minister of Education for the year 1902, 
The Consolidation of Schools and Transportation of Pupils, xxii-xxvii. 

OREGON — Fifteenth Biennial Report of the Superintendent of Pub- 
lic Instruction, 1902, General Survey of Educational Work, 233-23G. 

PENNSYLVANIA — Report of the Superintendent of Public Instruc- 
tion for the year ending June 3, 1901, Centralization of Schools, vi-vii. 
School Laws of Pennsylvania, 1902, Consolidated Districts, 2-4. 

QUEBEC — Report of the Superintendent of Public Instruction for 
the year 1901-02, Protestant Schools, xx, xxi. 

RHODE ISLAND— Fifty-Seventh Annual Report of the Commis- 
sioner of Public Schools for the year ending April 30, 1901, Size of 
Schools, 73; Extracts from Reports on Consolidation and Transportation, 
Appendix, 27, 29, 33-35, 37, G4, 101, 129-131. Public Laws Pertaining to 
Education, 1903, Ch. 1101, An act providing for the better manag3ment 
of the public schools in the state (in pamphlet form). 

SOUTH DAKOTA — Sixth Biennial Report of the Superintendent of 
Public Instruction, 1901-1902. The C3ntralization of Rural Schools, 3; 
circular letter of state superintendent, 15; reports from various counties, 
40, CO, 74, 77, 79, 94. 

TEXAS — Thirteenth Biennial Report of State Superintendent of 
Public Instruction for the scholastic years ending August 31, 1901, and 
August 31, 1902, The Real Harmony between the Law and Appropriate 
Business Methods, etc., 15-10. 

VERMONT— Thirty-Seventh School Report of the State Superintend- 
ent oi Education, October, 1902, 'Union of Schools and Conveyance of 
Pupils, 22-24; Educational Thought and Effort, 5G; statistics on trans- 
portation, 134; county reports, 140, 194, 219, 222. 

VIRGINIV — Biennial Report of the Superintendent of Public In- 
struction, 1900-1901, The Rural School, xxvi; Consolidation and Trans- 
portation, xxvii-xxviii. 

WASHINGTON— Sixteenth Biennial Report of the Superintendent 
of Public Instruction, 1902, Consolidation of School Districts, 183-184. 

WEST VIRGINIA— Biennial Report of the Superintendent of Free 
Schools for the two years ending June 30, 1902, Centralization and Con- 
solidation of Schools, 27-29. 

WISCONSIN— Biennial Report of the State Superintendent for the 
two years ending June 30, 1900, Transportation of Rural School Children 
at Public Expense, p. 18-24; Report of the Committee of Six on Rural 
Schools, p. 25-30; Report for 1902, Consolidation of School Districts and 
Transportation of Rural School Pupils at Public Expense, 41-62 (issued 
in bulletin form). 

U. S. Commissioner of Education, Report for 1898-1899, Ch. XI. Con- 



13 

solidatiou ot Schools — The Kingsville, Ohio, plan, 52G-529. Report for 1900- 
1901, Ch. Ill, Consolidation of Schools and Transportation of Pupils — A 
Visit to the Centralized Schools of Ohio; Consolidation of Schools and 
Conveyance of Children (Report made by G. T. Fletcher, agent Massa- 
chusetts State Board of Education): Transportation of Pupils in In- 
diana; An Inquiry Regarding the Conveyance of Scholars in New- 
Hampshire; Transportation of Pupils in Nebraska and Instruction in 
Neighboring Districts — lGl-213. Report for 1900-1901, Transportation of 
Pupils to School, giving status in twenty-two states, 239G-2401. 

Journal of Proceedings and Addresses of the Fortieth Annual Meet- 
ing of the National Educational Association, held at Detroit, Michigan, 
July 8-12, 1901, Centralization of Rural Schools, Lewis D. Bonebrake, 
State School Commissioner of Ohio, 804-811. Forty-First Annual Meet- 
ing. Minnneapolis, Minn.. July 7-11, 1902, The Financial Phase of the 
Consolidation of Rural Schools. Charles A. Van Metre, county superin- 
tendent. Muncie. Ind., 224-2:30; Progress in Consolidation of Rural 
Schools, J. W. Olsen, state superintendent public instruction, St. Paul, 
Minn., 793-797. 

Department of Agriculture, Year Book, 1901, Some Problems of the 
Rural Common School, A. C. True, 133-154. 

Report of the Committee of Twelve on Rural Schools, appointed at 
the meeting of the N. E. A., Denver, July 9. 1895, The County as the Unit 
of School Organization, 132-133; Comparative Cost of the Township and 
District Systems, 133-134; Transportation of Pupils, 135-140. 

Report of a Visit to the Centralized Schools of Ohio — A Study of 
the Centralized Schools of Ohio, O. J. Kern, Rockford, 111. 

Report of a Visit to the Centralized Schools of Ohio by the State 
Superintendent of Michigan and Hon. A. E. Palmer, Lansing, Mich. 

Equal Education in Connecticut, W. Scott, Secretary New Education 
League. Cambridge, Mass. 

A New England Education Policy, W. Scott. Cambridge, Mass. 

Possibilities of the Country School, and the New Education for the 
Country Child. O. J. Kern. Rockiord, 111. 

Circular to the Protestant Boards of School Commissioners and 
Trustees of the Province of Quebec, and Appendix. Boucher ae La Bruere, 
Quebec, Canada. 

Centralization of Rural Schools, J. Fred Olaniler, superintendent of 
Brookings county, Brookings, S. Dak. 

Review of Reviews, December, 1902, 702, Consolidation of Co;nmon 
Schools, Frank Nelson, Topeka, Kas., Consolidation of Common Schools, 
W. B. Shaw, 70G. 

Outlook, December 27, 1902, 981-984. Country Schools— The New 
Plan, C. H. Matson. 

Forum, March. 1902. 103. Consolidation of Country Schools and the- 
Conveyance of Children, Clarence E. Blake. 

Educational Review, October, 1900, 241, Transportation of Rural 
School Children at Public Expense, A. A. Upham. 



14 

Does the Community Get the Worth of the Money it Expands on its 
Schools? Robert L. Myers, Harrisburg, Penn. 

The Vahie of One Act. Robert L. Myers, Harrisburg, Penn. 

Pennsylvania School Journal, published by Superintendent N. C. 
Schaeffer, Harrisburg, Penn., August, 1902, Centralization of Township 
Schools, Superintendent W. W. Ulerick, G8-70. April, 1903, Leadership 
and Rural Schools, Superintendent Samuel Hamilton, Allegheny, 446- 
451; Township High Schools, Arthur J. Simons, 452-455. 

Moderator-Topics, published by H. R. Pattengill, Lansing, Mich., 
April, 1903, A Report of Progress, State Superintendent Delos Fall, 524. 
April 16, 1903, Centralized Schools, Commissioner Elliott, Oakland, Mich., 
542. May 14, 1903, Procedure in Consolidating School Districts, State 
Superintendent Delos Fall, 625. June 11, 1903, Rural High Schools, 712. 

Normal Instructor and Teachers' World, published by F. A. Owen 
Publishing Co., Dansville, N. Y., June, 1903, Need of Secondary Instruc- 
tion in Country Schools, State Superintendent Alfred Bayliss, Spring- 
field. 111., 9. 

American School Board Journal, published by Wm. Geo. Bruce, 
Chicago, November, 1902, Consolidation of Rural Schools, Arguments in 
Favor of, 8. 

The School Journal, published by E. L. Kellogg & Co., New York 
City, April 4, 1903, Consolidation of Schools, 375; Rural School Condi- 
tions, W. S. Diffenbaugh, 375-377. June 27, 1903, Centralization of Rural 
Schools, 781-784. 

The Western Journal of Education, The Whitaker & Ray Co., pub- 
lishers, 723 Market St., San Francisco, June, 1903, a special number on 
Consolidation of School Districts and the Transportation of Pupils. 

The World's Work, published by Doubleday, Page & Co.. New York 
City, May, 1903, Teaching Farmers' Children on the Ground. George lies. 

Education, published by the Palmer Company, Boston, Vol. XIX, The 
Rural School Problem, John Ogden, 261, 413. 

Address on Education for the Improvement of Agriculture by Jas. 
W. Robertson, Commissioner of Agriculture and Dairying for the Do- 
minion of Canada, printed by Wm. Macnab, 3 Prince St., Halifax, N. S., 
21-29. Improvement of Education in the Rural Schools, Jas. W. Robert- 
son, Ottawa, Canada. 

The Educational News, Edinburgh, Scotland, July 4, 1903, The Group- 
ing of Our Public Schools, C. H. Owen; July 25, 1903, The Rural School 
Problem and the Inverness Congress, C. H. Owen. 

Atlantic Educational Journal, Richmond, Va., July, 1902, Concen- 
trated School Districts and the Schoolhouses for Them, S. F. Venable; 
The Movement for Better Schoolhouses in North Carolina, Annie G. 
Randall; The Housing of Rural Schools, Robert Frazier; An Ideal Rural 
School, Lawton B. Evans. May, 1903, The Power of an Idea — A Story 
and a Suggestion, David E. Cloyd; Extracts from Addresses made at 
the Sixth Conference for Education in the South. June, 1903, The Ideal 
Rural School, Charles S. Ball; Consolidation in Tennessee. 



15 

The Ohio Teacher, published by H. G. Williams, Athens, O., Septem- 
ber, 1902, The Centralization of Rural Schools, C. G. Williams. October, 
1902, The Centralization of Rural Schools, A. B. Graham. December, 
1902, The Centralization of Rural Schools at Kingsville, O., L. E. York. 
January, 1903. Gradual Consolidation of Rural Schools, A. H. Dixon. 
February, 1900, The Centralization of Township Schools, John J. Rich- 
eson. 

The School News, Independence, Mo., June, 1902, Central Schools and 
Transportation of Pupils, W. H. Johnson, Superintendent Jackson county, 
Missouri. September, 1902, Central Schools and Transportation of Pupils, 
W. H. Johnson. November, 1902, A Rural High School. December, 

1902, The Rural High School, J. B. McDonald. January, 1903, Transpor- 
tation of Pupils in Ellsworth County, Kansas, W. W. Maze; Report of 
Raytown High School. 

Texas School Journal, Austin, Tex., December, 1902, Rural Schools, 
John C. Moore; Transfers, J. H. Hill. January, 1903, What We Want- 
Rural Schoolhouses. 

The People, Cambridge, Mass., July, 1899, Dublin, N. H., School Mat- 
ters; Natural School Unit; Editorials. June, 1900, Equal Education in 
New England, W. Scott, secretary New England Education League. Au- 
gust, 1901, A School Study of a New England Town. March-May, 1902, 
Transportation. June-August, 1903, A School Experiment. 

American Education, published by New York Education Co., Albany, 
N. Y., February, 1903, Two Views. 

The Advocate of Christian Education, Berrien Springs, Mich., March, 

1903, The Consolidation of Schools; Centralizing Districts. 

The Canadian Teacher, published by the Educational Publishing Co., 
Limited, Toronto, Canada, September, 1901, Centralization of Country 
Schools (editorial). October, 1901, Centralization of Schools. Novem- 
ber, 1901, Centralization Again (editorial). December, 1901, Centraliza- 
tion at Last, William S. Carter, Inspector of Schools. January, 1902, 
Centralization Again, M. D. Worden (with editorial comment). Febru- 
ary, 1902, Centralization Again (editorial). May, 1903, Ccuitralization 
of Rural Public Schools, M. Parkinson (editor). 

The World Review, Fine Arts Building, Chicago. 

The Passing of the District School, M. Vincent O'Shea, University of 
Wisconsin. 

School Education, Minneapolis, Minn., January. 1903, Rural School 
Consolidation, W. M. Hayes, University of Minnesota. 

Midland Schools, Des Moines, la., March, 1902, Buffalo Center Town- 
ship Graded School, J. C. Johnson; Consolidation in Pottawattamie 
County, Superintendent McManus; The Consolidated School System, 
O. V. Holcomb. 

Farmer's Tribune, Des Moines, la., June 17, 1903, Is the Central 
School a Fad? Has it come to stay? O. E. Gunderson. 

Successful Farming, Des Moines, la., February, 1903, The Consoli- 
dation of Rural Schools. 



16 

The Prairie Parmer Home Magazine, Chicago, March £G, 1903, The 
Centralized Schools. G. H. Campbell. 

Farm. Field and Fireside, published by the Howard Co., Chicago, 
May 30. 1903. Farming to be Taught in the Rural Schools. 

The Family Herald and Weekly Star, Montreal, Canada, February 11, 
1903, A Novel Experiment in Rural Education (an outline of Sir William 
MacDonald's plan for the improvement of education in the rural districts 
by the consolidation of schools and the establishment of gardens for 
nature study), Geo. D. Fuller. 

The Nebraska Farmer, Omaha, Neb.. July 30, 1903, The Consolidation 
of Country Schools (editorial). 

The Farmer's CiU, Quincy, 111.. D^ember 11, 1902, Better Country 
Schools. January 22, 1903, Consolidating Country Schools. January 
29, 1903, Move up, Brethren. March 19, 1903, Consoli?.-t3J School Bill. 
May 14, 1903 ; Farmers should be Heard on School Consolidation, Francis 
B. Livesey. 

The Ohio Farmer. Cleveland, O., April 24, 1902, Gustavus, O.. Central 
Schools, C. G. Williams. September 4, 1902, Centralization of Schools. 
April 23, 1903, Centralize the Right Way. 

Herald. Wabasha, Minn., May 30, 1901, Centralization of Rural 
Schools, L. P. Cravens. 

Register, Blue Earth, Minn., May 30, 1901, Concentration of Schools, 
J. E. Gilman. 

THE SITUATION IN NEBRASKA. 
BANNER COUNTY. 

During the past school year the number of school districts has been 
reduced from 38 to 34, by uniting to each of two districts aJjoiniug dis- 
tricts, and to a third one two other districts. In the latt'^r case the 
consolidated district (No. 8) comprises 30 sections of land, wif!i a census 
•of 12 children of school age. The tax levy, enrollment an I average 
daily attendance are practically unaffected, but the ter.n ol' school i'3 
longer. Free transportation is not provided. 

District No. 5. two districts united, includes 21 sections, wit'i a 
■school census of 34. Conditions are similar to those in No. 8. and rUe 
■chief advantage appears to be in a larger, better school. 

District No. 7, two districts united, includes 34 sections '^•irh a 
school census of 19. Conditions are similar to those in No. 8 anl No. 5, 
but with a slight increase in enrollment. 

MRS. W. E. HEARD. 
BOX BUTTE COUNTY. 

I have worked for the consolidation of a number of districts during 
the past year, but without success, although the plan to form 4 districts 
from 7 is still being agitated, and we hope to succeed before October 1, 
1903, after all concerned understand the situation better than at present. 

J. W. BAUMGARDNER. 
BROWN COUNTY. 

Owing to the sparsely settled territory we cannot bring about con- 



17 

solidation of districts to any extent at present, but in the more thickly 
settled parts I think an attempt would be successful if there were some 
means of meeting the citizens in a systematic way. 

ESTELLA M. DANIELS. 
BUFFALO COUNTY. 

I shall make an effort for the consolidation of two groups of school 
districts this summer. I have not met with much encouragement in my 
efforts in the past. 

T. N. HARTZELL. 
BURT COUNTY. 

We have no centralized schools in this county. I have published an 
article on this subject in several of our county papers. The plan meets 
with both favor and opposition. 

EUGENE BROOKINGS. 
BUTLER COUNTY. 

I have tried two places in the county, ])ut the main objection given 
by the patrons is the gr3at?r cost of running a consolidated district.* 

JOS. C. HRUSHKA. 
CEDAR COl^NTY. 

Four districts were united about two years ago, forming District No. 
84, which has 28 sections and a school population of 1G9. The district 
still has four schoolhouses and a teacher for each one, as the people 
have tnus tar refused to vote bonds for the central schoolhouse. 

A. E. WARD. 
DAWES COUNTY. 

An adjoining district has been consolidated with District No. 25, 
forming 18 sections with a school population of 30. This consolidation 
was effected April 1, 1903, and only one teacher will be necessary for the 
school. Last year the two districts levied 15 and 12 mills respectively, 
the enrollment in the two schools was 20 and the average daily attend- 
ance was 12. 

During my term of office twelve districts have been consolidated in 
Dawes county. There has nearly always been opposition at the time 
but later entire satisfaction has resulted. 

During the past year back taxes have been paid up in many of the 
districts giving a surplus of funds which has kept several districts from 
consolidating that would have done so if they had been short. Trans- 
portation has never been tried. 

H. L. FISHER. 

DIXON COUNTY. 

Petitions r re cut lor the Cf)n.solidation of five districts and three 
have be?n returned, but the others must have been lost or the people are 
too busy to attend to them. 

MARY Mckinley. 

*Note — But the income is greater with the same levy, and the school 
vastly better. 



18 

FRONTIER COUNTY. 

District No. 32 was discontinued last fall and its territory attached 
to No. 98, forming a district of 18 sections with 23 pupils of school age. 
Only one teacher will be necessary. 

District No. 18 has been discontinued and attached to District No. 80, 
except one quarter section which goes to the Maywood district. 

About five years ago a district comprising six sections was at- 
tached to the Curtis district. This consolidation has proven most unsat- 
isfactory. There are at present two families residing in the portion 
annexed, six and six-and-one-half miles from school. They could drive 
to school, but are unwilling to do so. To furnish transportation Vv^ould 
cost more than the income derived from their portion of the district. 
If separated from the Curtis district their income would scarcely main- 
tain the required amount of school. For two years a school has been 
held for them, four months this year, three months last year, paid for 
in part by the Curtis district and in part by the parents. Both teachers 
were beginners. The work was very ordinary, but the pupils' attendance 
was perfect. This case is a sample " problem." 

MRS. CLARA L. DOBSON. 
HARLAN COUNTY. 

The proposition of disbanding the small schools, or rather of hold- 
ing no school in the district but sending the pupils to adjoining schools 
and paying tuition out of district funds, is worthy of consideration. Last 
year District No. G3 acted upon such advice and voted to hold no school 
The following letters from officers of the district tell how well the plan 
worked. No complaint has reached this office from any patron. 

Atlanta, Nebr., April 18, 1903. 
Superintendent U. C. Breithaupt — 

In reply to your letter must say for my part am perfectly satisfied 
with the way we managed our school last winter. And as far as I know, 
the rest are all satisfied. The tuition for all of the pupils all winter 
didn't cost us any more than it would have cost to pay the teacher one 
month if we had run our school. 

MRS. JOSEPHINE KRASOMIL. 
Atlanta, Nebr., April 13, 1903. 
Superintendent U. C. Breithaupt — 

Your letter of April 2nd has been received; in reply will say that 
our experience of sending pupils to adjoining schools has been satis- 
factory the past year. The pupils received seven months' schooling. 
One boy that attended school in Atlanta missed only one day out of seven 
months. The cost of tuition is $41.50. One month's school in our own 
district would cost nearly that much. 

OSCAR LONN. 

I believe several districts will follow this plan next year. 

U. C. BREITHAUPT. 
HAYES COUNTY. 

Three districts have been discontinued during the past year, and 



19 

their territory united to two others. The new District No. Go consists of 
28 sections, with a school census of 40. One teacher is required instead 
of two. the tax levy has been reduced from 25 to 15 mills, and the en- 
rollment increased from 30 to 38 pupils. 

District No. 25, formed of three united districts, comprises 25 sec- 
tions, with a school census of 5G. The number of teachers necessary 
has been reduced from three to one, and the former insufficient levy of 
25 mills to 20 mills; this would have been reduced still further were it 
not for old debts. When these are paid off the levy will probably be re- 
duced to 10 mills. The enrollment has increased from 35 to 40. 

G. H. PICKETT. 
HITCHCOCK COUNTY. 

Seven school districts take advantage of the " Contract for the In- 
struction of Pupils in a Neighboring District " law. 

JAMES O'CONNELL. 
HOOKER COUNTY. 

Districts Nos. 1 and 3 have been consolidated with No. 2, and we 
are also uniting with No. 2 all unorganized territory, but this is a matter 
that has not been entirely accomplished, and we have not had any 
school under the new plan.* The consolidated district comprises 15 
townships (540 sections), with a school census of 125. Two teachers 
will be employed the ensuing year, instead of three as heretofore. 

L. H. BROWN. 

*Note — I believe Hooker county and several other counties in Ne- 
braska might with profit be consolidated into one school district, the 

School District of County, with a board of six members, one 

central school carrying high school work, and as many outlying rural 
schools as might be necessary. — W. K. Fowler. 
KEITH COUNTY. 

Districts Nos. 12 and 43 were united last year, forming a district of 
42 sections. One teacher is employed, the tax levy has been reduced 
from 15 to 10 mills, and the enrollment and average daily attendance 
slightly increased. 

WESLEY TRESSLER. 
KEY A PAHA COUNTY. 

Two districts were united, with a school census of 19. One teacher 
is employed, the tax levy has been reduced from 25 to 15 mills, while 
the enrollment has increased from 12 to 18 pupils, and the average daily 
attendance from 2 to 8 pupils. 

In this county we have 58 districts. It seems to me that these 
should be consolidated so as to make 29. Last year I published two 
articles on this subject without effect, as it seems every voter wants a 
schoolhouse within half a mile of his house. Considering the conditions 
in this county, it would, in my judgment, be better to divide the county 
into three districts, one in the east, one in the west and one in the center. 
Build three schoolhouses large enough and teach all the grades from the 
primary to the twelfth, also erect dormitories and boarding houses for 



20 

the pupils, appoint matrons to care for them and not allow any pupil 
to attend under eight years of age. The same funds that run our present 
system would support the above. There would be no tardiness, no days 
absent, no dread of blizzards and no wet feet. 

I shall be glad at any time to support anything in the line of con- 
solidation. 

JOHN SCHEIE. 

LANCASTER COUNTY. 

There has been no consolidation effected in this county, but we 
have one or two precincts where the people ought to be interested, as 
they are remote from any high school. 

W. A. HAWES. 

Mcpherson county. 

Our schools are so isolated that consolidation is not practical. 
Schoolhouses are built where the settlements are. There are children 
in the county who have no school privileges, on acount of di;.tances 
from the schoolhouses and not enough deeded land or other property 
with which to run a school. There were two private or subscription 
schools in the county this past year, and some families moved to towns 
in adjoining counties for the purpose of sending their children to school. 
Some districts have two schoolhouses, and in one (No. 3, the Lemley 
district) school was taught in each school building at different times 
and some of the pupils were able to attend at both schoolhouses, thereby 
receiving nine months' schooling. Two-thirds of the county is yet unor- 
ganized into school districts. 

MRS. BLANCHE E. CLINE. 
OTOE COUNTY. 

Districts Nos. 14, 15 and 16 were united with the Nebraska City 
school district some years ago. ' Transportation is provided tor the fif- 
teen pupils of old No. 14 over one wagon route six miles in length. 

R. C. KING. 
PAWNEE COUNTY. 

We have a number of small districts in Pawnee county which I 
think could, with advantage, be consolidated into larger districts with 
free transportation. Especially is this tru& in the western and south- 
western portions of the county. I have talked consolidation in places 
where I thought it especially adapted and I intend to discuss it in our 
county school journal. I hope we may have consolidated schools in the 
not far distant future. 

J. C. WADDELL. 
PERKINS COUNTY. 

District No. 82 was annexed to No. 7 forming a district of 3G sec- 
tions, with a school population of 23 and one teacher, although formerly 
but one was required as instruction in a neighboring district had been 
provided under section 4c, subdivision 5 of our school laws. 

A. SOFTLEY. 



21 

PLATTE COUNTY. 

in 1900 district No. 27 was united with district No. 7(i (the Monroe 
school) lormlng a new district of about 10 square miles, with a school 
census of 195, requiring three teachers where previously three had been 
employed. There is one wagon route about SV2 miles in length for 18 
children. The levy last year was 25 mills. The enrollment last year 
was 143 and the average daily attendance 88. Before consolidation the 
enrollment was 20 and 82 in the two districts, a total of 102. and the 
average daily attendance was G3. But the town of Monroe has grown 
considerably since the consolidation was effected. 

L. H. LEA\Y. 

RED WILLOW COUNTY. 

We have been making some progress in consolidation. District 
No. 59, with a valuation of $G,21G, and census of eight pupils has been 
annexed to District No. G, the village of Lebanon. District No. 40, with 
a valuation of $G,4o5, census of nineteen pupils, has been annexed to 
district No. 70, the village of Bartley. Others are talking consolidation. 

EUGENE S. DUTCHER. 
RICHARDSON COUNTY. 

No consolidation is reported but districts Nos. 12 and 3G have closed 
their schools and contracted with No. 37 (the Humboldt school ) under 
the provisions of section 4c. subdivision 5, for the instruction of their 
pupils. One district maintains a wagon route about five miles in length 
and carries eight pupils. All patrons and pupils are well pleased with 
the plan. I think several districts will make similar contracts next 
year. 

GEO. CROCKER. 
SARPY COUNTY. 

Two school districts were united last winter at Ft. Crook. The con- 
solidated district comprises about five sections, with a school census of 
114 pupils, and four teachers. The district is too new to make com- 
parisons of the new conditions with the previous ones. 

G. P. MILLER. 

SCOTTS BLUFF COUNTY. 

Three school districts paid the tuition of their i)ui)ils in adjoining 
districts. One district has recently been increased by the addition of 
CG -sections of unorganized territory. Four dormant districts (without 
organization) have money ahead; two others are merely keeping up an 
organization in order to pay off their indebtedness, when they will unite 
with other districts. A number of our school districts are in favor of 
consolidation and are only waiting until things become a little better 
settled. I think in the next few years more can be done to get the county 
schools consolidated than ever again, for they are now making clianges 
and talking plans for improving the school buildings, and after they once 
build it will be a difficult matter to effect the change. 

AGNES LACKEY. 



SHERIDAN COUNTY. 

Thei'e has been no consolidation effected during the past year. 
Some of those that consolidated one year ago or more are expressing 
considerable dissatisfaction. The entire number of school districts in 
the county is 107. Through the continual changing of our citizenship 
and new people coming in, it is likely that a number of the inactive dis- 
tricts will do business again soon. 

WALTER R. KENT. 
THURSTON COUNTY. 

Last year district No. 7 was discontinued and united to fractional 
district No. Gl of Dakota, Dixon and Thurston counties. 

M. A. FENNELL. 
YORK COUNTY. 

We tried to effect consolidation in Arborville township two years 
ago — that is, we held two meetings — but the people were afraid of it 
and we quit. Two or three of our smaller towns are doing some planning 
but no definite steps have been taken. The town districts want to have 
surrounding districts unite and keep the school in town. I believe that 
it can be done — in time. 

ED C. BISHOP. 



SCHOOL DISTRICTS IN NEBRASKA. 



COUNTY. 



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Adams . . 
Antelope 
Banner 
Blaine . . 
Boone 
Box Butte 
Boyd . . . 
Brown . . 
Buffalo . . 

Burt 

Butler . . , 
Cass .... 
Cedar . . . 
Chase . . . 
Cherry . . 
Cheyenne 
Clay .... 
Colfax . . 
Cuming . 
Custer . . . 
Dakota . . 
Dawes . . 
Dawson . 
Deuel 
Dixon . . . 
Dodge . . . 
Douglas . 
Dundy . . 
Fillmore 
Franklin . 
Frontier . 
Furnas . . 
Gage .... 
Garfield . 
Gosper . . 
Grant . . . 
Greelev . . 

Hall 

Hamilton 
Harlan . . 
Hayes . . . 
Hitchcock 

Holt 

Hooker . . 
Howard . 
Jefferson 



78 

113 

38 

15 

80 

G2 

78 

45 

119 

G9 

92 

101 

80 

62 

72 

96 

78 

61 

78 

241 

38 

92 

89 

65 

80 

83 

63 

48 

91 

71 

109 

103 

157 

25 

56 

6 

58 

73 

98 

81 

60 

76 

188 

6 

71 

100 



4 ! 



1 I 



78 
113 

34 
16 
81 
58 
79 
45 

119 
69 
92 

101 
81 
62 
72 
95 
78 
61 
78 

239 
38 
91 
89 
63 
80 
83 
63 
46 
91 
71 

108 

101 

159 
25 
56 
6 
58 
73 
98 
80 
58 
76 

187 

4 

71 

101 



« 



CO 



COUNTY. 



Johnson . . . . 
Kearney . . . , 

Keith 

Keya Paha . 
Kimball . . . 

ICnox 

Lancaster . . 
Lincoln . . . . 

Logan 

Loup 

Madison . . . . 
McPherson . 
Merrick . . . . 

Nance 

Nemaha . . . 
Nuckolls . . . 

Otoe 

Pawnee . . . . 
Perkins . . . . 

Phelps 

Pierce 

Platte 

Polk 

Red Willow 
Richsrdson . 

Rock 

Saline 

Sarpy 

Saunders 
Scotts Eluff 
Seward . . . . 
Sheridan 
Sherman . . . 

Sioux 

Stanton . . . . 

Thayer 

Thomas . . . . 
Thurston . . , 

Valley 

Washington 

Wayne 

Webster . . . 
Wheeler . . . . 
York 



79 
G9 
43 
58 
19 

113 

138 

110 
17 
24 
78 
I 
57 
63 
80 
91 

102 
78 
72 
7G 
G7 
78 
71 
83 

104 
03 

119 
41 

114 
28 
91 
95 
74 
25 
55 
98 
5 
22 
03 
55 
80 
79 
35 

102 



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o 5 o 



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Z 

79 
09 
41 
58 
19 

114 

138 

110 
17 
24 
79 
8 
57 
65 
80 
91 

102 
78 
71 
76 
67 
78 
71 
83 

104 
62 

119 
40 

114 
27 
91 
88 
74 
25 
55 
98 
5 
22 
63 
55 
82 
79 
35 

102 



Totals 



6660 



14 



23 



17 



6642 



Number of school districts in Nebraska by years: 




1870 797 


1892 G510 


1898 


6703 


1875 2405 


1893 GG30 


1899 


6705 


1880 3132 


1894 0G41 


1900 


6708 


1885 42GG 


1895 GG93 


1901 


6675 


1890 G243 


1S9G 6731 


1902 


6066 


1891 G417 


1897 G741 


1903 


(5(342 



SMALL SCHOOLS IN NEBRASKA. 
Detailed Statement of the Number and Distribution of the Small Rural 
Schools in Nebraska, 1901. 
THE PROBLEM: WANTED— A SOLUTION 



COUNTY. 



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1 


7 


14 


22 


c 


27 


35 


20 


S 


7 


4 





2 


4 


2 


1 


2 


18 


25 


13 


12 


25 


13 


2 


1 


12 


19 


16 


3 


17 


11 


1 


6 


18 


44 


26 


1 


10 


22 


20 


2 


11 


16 


32 


2 


20 


25 


I 22 


5 


14 


16 


14 


11 


22 


9 


2 


5 


26 


14 


8 


25 


27 


16 


5 


2 


3 


21 


21 


2 


2 


12 


20 


1 


10 


20 


20 


19 


82 


70 


35 





4 


17 


4 


15 


26 


13 


6 


6 


14 


23 


15 


15 


24 


7 


5 


1 


21 


19 


24 





7 


29 


21 


1 


4 


14 


9 


8 


19 


10 


5 


1 


11 


17 


19 


7 


20 


14 


1 


6 


30 


33 


24 


2 


16 


39 


21 


3 


22 


55 


37 


2 


11 


5 


3 


4 


15 


19 


10 





3 


1 





6 


19 


15 


5 


2 


1 6 


20 


11 


2 


1 11 1 


33 


20 


2 


1 21 1 


24 1 


16 


9 


15 1 


13 


9 


11 


34 1 


16 


6 


58 


1 66 T 


29 1 


14 



Adams . . 
Antelope 
Banner . , 
Blaine . . . 
Boone . . . 
Box Butte 

Boyd 

Brown . . 
Buffalo . . 

Burt 

Butler . . . 
Cass . . . . 
Cedar . . . 
Chase . . . 
Cherry . . 
Cheyenne 

Clay 

Colfax . . 
Cuming . 
Custer . . 
Dakota . . 
Dawes . . 
Dawson . 
Deuel . . . 
Dixon . . . 
Dodge . . . 
Douglas . 
Dundy . . . 
Fillmore 
Franklin 
Frontier . 
Furnas . . 
Gage .... 
Garfield . 
Gosper . . 
Grant . . . 
Greeley . . 

Hall 

Hamilton 
Harlan . . 
Hayes . . . 
Hitchcock 
Holt 




Hooker 
Howard 
Jefferson . . 
Johnson 
Kearney . . 

Keith 

Keya Paha 
Kimball . . . 

Knox 

Lancaster . 
Lincoln . . . 

Logan 

Loup 

Madison . . 
McPherson 
Merrick . . . 
Nance . . . . 
Nemaha . . . 
Nuckolls . . 

Otoe 

Pawnee . . . 
Perkins . . . 
Phelps . . . . 
Pierce .... 

Platte 

Polk 

Red Willow 
Richardson 

Rock 

Saline .... 

Sarpy 

Saunders . . 
Scotts Bluff 
Seward . . . 
Sheridan . . 
Sherman . . 

Sioux 

Stanton . . . 
Thayer . . . . 
Thomas . . . 
Thurston . . 

Valley 

Washington 
Wayne . . . . 
Webster . . 
Wheeler . . 
York 

Totals 



1 
1 
2 



20 
5 
7 
6 
5 

17 
2 
1 

2 
4 
6 

5 
4 
3 

31 
3 
2 
5 

9 
1 

10 
1 
1 

3 
2 

18 
5 
4 
2 
4 


2 

1 


12 
1 

489 




12 
16 
10 

7 
15 
24 

4 
22 

6 
30 

3 

9 
14 

2 

8 
18 

7 
19 
19 

6 
14 

7 
16 

8 

6 
23 
10 
21 
11 

4 

8 

5 
14 
39 
21 

9 
13 
13 



5 
18 

4 
19 
11 

8 
13 

1352 



1 





15 


20 


30 


17 


23 


18 


22 


14 


4 


1 


16 


3. 


1 


1 


34 


25 


32 


38 


25 


10 


6 


2 


4 


2 


20 


28 


1 2 


a 


13 


15. 


21 


11 


25 


IS 


19 


20 


34 


18 


21 


24 


4 


22 


30 


15 


22 


15 


^ 22 


20 


18 


20 


18 


14 


24 


30 


13 


2 


32 


27 


7 


7 


19 


37 


3 


6 


32 


15 


18 


7 


21 


11 


5 


2 


15 


11 


27 


18 





2 


4 


3 


20 


8 


9 


21 


30 


13 


25 


19 


4 


1 


24 

„, 


30 



1687 



1243 



28 

These statistics are taken from the annual report of the county 
superintendents of Nebraska for the .school year 1900-1901. They show- 
that the small schools are greater in number than most of us knew. 
There are 489 schools with an average daily attendance of five or less; 
1,841 with ten or less; 3,528 with fifteen or less; 4,771 with twenty or less. 
There are about G,300 strictly rural school districts in Nebraska. This 
makes nearly three-fourths of our rural schools in each of which is an 
average daily attendance too small for vigorous, interesting and profit- 
able work, either educationally and socially or financially. No time need 
be spent in rehearsing these facts. No school can claim conditions for 
good work if it have less than twenty-five pupils; yet there are 4,771 
rural schools in Nebraska in operation with an average daily attendance 
ranging from one to twenty pupils. I believe we are all ready to unite 
upon this proposition — the pupils in these small rural schools must be 
collected into larger and better schools with better teachers, better paid. 
" It does not matter how much we deplore the condition which makes 
consolidation of schools necessary, the fact remains that it is the only 
rational solution of the question that has been offered." 

THE EMERSON CONSOLIDATED SCHOOL DISTRICT. 

This consolidated school district was formed, by petition, in the 
spring of 1902, uniting district No. 7 of Thurston county with fractional 
district No. Gl of Dakota and Dixon counties. The consolidated district 
consists of 23 sections in Thurston county, 5% sections in Dixon county 
and 1% sections in Dakota county. 

Old district No. 7 of Thurston county contained three schoolhouses 
j)oorly located. These were moved to new locations and two new school 
buildings were erected. No bonds were issued nor was any extra tax 
levy necessary for this purpose. 

The tax levy in old district No. 7 of Thurston county had been 25 
mills for a number of years. The tax levy in district No. 01 before the 
consolidation had been 25 mills for, two years, or since the number of 
saloons in Emerson was reduced. The tax levy in the new consolidated 
district No. Gl is now 25 mills, and three saloons pay $500 license each. 
The real estate in Thurston county, being Indian reservation land, is not 
taxable. The valuations on personal property are much higher in Thurs- 
ton county than in Dakota and Dixon counties, or, at any rate, more 
personal pioperty is assessed in Thurston county than in the other coun- 
ties. A shortage of nearly $1,000 existed for the past school year, 
owing to the large expenditures tor buildings and new books. If the 
tax levy is kept at 2b mills, the revenue for next year will be amply suffi- 
cient. 

We have one central school building, including a high school at 
Emerson, and five rural schoolhouses. In all of these schools we have 
miiformity of textbooks and course of study. No work above the eighth 
grade is permitted in any of the rural schools. All high school work is 
done in the central building in Emerson. The superintendent visits the 



29 

rural schools once each month, and all teachers are required to meet 
with the superintendent once each month. 

E. H. McMillan. 

THE POWELL CONSOLIDATED SCHOOL DISTRICT. 

Two school districts were consolidated at Powell, in Jefferson county, 
Nebraska, in the spring of 1902. The consolidated district comprises 
ten and eleven-sixteenths square miles. During the school year 1902- 
1903 about thirty children were transported at an expense of $198 for 
the nine months. The total enrollment was 87 pupils, with an average 
attendance of 51. The total number of children of school age was 90. 
During the last year before consolidation the total enrollment in the two 
districts was 64, with an average attendance of 43. Under consolidation 
there were fewer cases of tardiness and more regular attendance. The 
cost of maintenance during the first year under consolidation was some- 
what increased, but the teachers' salaries were raised ten dollars a 
month each, and the school is now better equipped in every respect. 
County Superintendent F. A. Carmony and Principal C. W. Samms both 
speak of the plan in the highest terms and say it is a success in every 
particular. 

A RURAL HIGH SCHOOL. 

Ruskin is the high school of a consolidated school district in Jackson 
county, Missouri. Four common school districts united to form the pres- 
ent district. The formation was made April, 1902. The district is about 
five and one-half miles square and lies in a practically level country, 
mainly agricultural. The present enumeration for the entire system of 
schools is 320, an increase of CO pupils since its formation. 

The enrollment in the high school last year amounted to about thirty 
pupils for the entire year. The average daily attendance, notwithstanding 
the severest winter for travel we have had for ten years, is in excess 
of the average for the entire county, including the village and town schools. 
Pupils furnish their own conveyances, riding or driving a distance of one 
to five miles. 

The school has been highly satisfactory and has stimulated a most 
commendable pride in the rural schools of that section. Not only is 
interest taken in the high school, its property and environment, but equal 
interest has been aroused in the several grammar grade schools. Money 
is willingly and judiciously expended to make the schools better. Yards 
are kept in good condition — all yards were previously provided with 
shade except the high school. One hundred fifty trees were planted here 
Arbor Day under the direction of a landscape gardener employed for 
that purpose; the yard includes four acres. 

Another year an additional teacher will be added, after which three 
j'ears' high school work will be carried. When the second teacher is 
engaged the eighth grade will also be taken from the other schools, giv- 
ing each high school teacher two grades in addition to relieving the 
grammar schools. 



30 

The board is thoi'oughly imbued with the idea of making the school 
distinctively rural in its course of study. It expects as fast as the change 
can be made to teach the elements of agriculture, introducing it into 
the other schools in the nature of observation work. 

There is a strong sentiment in the district in favor of centralization 
of the five schools and transporting the pupils at public expense. It is 
probable the General Assembly at its next session will enact such a law. 
If it does there is little doubt that this county will have at least one 
centralized school, with pupils transported, within three years. 

Nor does the one district represent all the sentiment in favor of con- 
solidation in the county. Other places have tried but have failed thus 
far to carry it. They will continue to try and their success in the near 
future is practically assured. 

W. H. JOHNSON. 

Independence, Mo. 

RURAL SCHOOL CONSOLIDATION. 
V/. M. Hayes, Professor of Agriculture, University of Minnesota. 

The writer recently made a two days' trip into the country south of 
Andover, Ashtabula county, Ohio, to study the problem of rural school 
consolidation. One object was to learn more about the relation of con- 
solidation of schools and the problem of introducing into such schools 
studies relating to agriculture, rural home making, and country life. 

Four consolidated schools were visited and on the whole the plan 
seemed to be a material improvement. The evidence was strong that 
the minority who at first objected to consolidation of schools are gradu- 
ally being converted to the new system. The cost to the township is 
higher than formerly, but the cost per student in daily attendance is less. 
There is more schooling secured, because there is more regularity in 
attendance, less tardiness, and the pupils remain in school a greater num- 
ber of years. The expense to the fp,rmers is less than in sending their 
children away from home for studies of a high school grade. The teach- 
ing is more effective, because of better superintendence, better grading 
of work, and more concentration and specialization on the part of teachers. 

The townships are five miles square, and in three of the four places 
visited, the school is located at the cross roads, at or near the center of 
the township. Usually near the consolidated school one finds a country 
store, a blacksmith shop, and a post-office. The fourth place visited was 
a village of 1,.500 inhabitants. The village school district includes a few 
square miles of surrounding country. The country people have built 
their separate school at one end of the village. In this case the move- 
ment to consolidate with the village school failed to pass the vote at the 
county election. 

These townships are in a district of heavy clay soil and the roads are 
at times very muddy. Though well graded, they are not graveled. One 
school proposes to have a vacation of one month in the spring until the 
roads are dry. Ordinarily, one school van is required for each original 



31 

sub-district. It was interesting to see the children clamber into eight or 
nine school vans, or "kid wagons" as the people call them. Each of the 
owners of vans receives for service nearly the same salary as a grade 
teacher, or thirty dollars per month. The salary of the van owner varies 
with the distance traveled and the character of the roads on the respec- 
tive routes. The vans are plain, light farm wagons with a band wagon 
box. They are provided with top and side curtains. The children are 
better cared for than where they must take long walks to school. The 
pupils can dress to keep out the cold and parents know that their children 
are taken directly to school. The driver sits on a stool inside the van 
and keeps good order. 

The schoolhouses are two-story wooden or brick buildings with four 
or five rooms, costing $4,500.00 to $0,000.00 each. High basement rooms 
are provided in which the children can play. Each school is provided 
with two or three acres of ground. The play grounds have been well 
graded. No trees have as yet been planted. Very little is being done 
in decorating the grounds with ornamental shrubbery. The rooms in the 
lower story are used for pupils doing graded work, and the rooms in the 
upper story are used for pupils doing high school work. 

The course of study is quite general. The sciences, such as chem- 
Istrj"-, physics, and botany are lightly touched upon. The principals in 
these schools i-eceive $65.00 to $80.00 per month; assistant principals, 
$35.00; and other teachers, $30.00. Though the soil is generally good, 
the country beautiful and well improved, many of the vigorous farm 
boys are leaving the farm for the cities. The schools were doing more 
to accelerate this exodus than to instill into the pupils an appreciation 
of the industrial and other possibilities of their truly beautiful country. 

In private conversation, or with chalk in hand, before the high school 
pupils the writer assisted the principals in mapping out possible ten 
acre school farms beside these schools. These plans usually included a 
modest cottage for the principal, possibly with a room so equipped that 
his wife could teach classes in sewing and cooking. A small stable was 
planned for at least a cow and a few pigs. Nearby was to be built a 
chicken house. Play grounds were surrounded by different varieties of 
trees and shrubs. A small area in front of the schoolhouse was de- 
signed for an ornamental lawn. A small orchard was planned where 
could be planted one or more trees of numerous varieties of apples, 
peaches, and other fruits. The proposed garden plot contained space 
for growing vegetables and small fruits and places for cold frames in 
-which to start early plants. Nearly half the land was divided up into 
half acre plots for field crops. 

The principals, teachers, and pupils seemed interested in the general 
plan of school grounds outlined, and in many of the special features 
which were woven into a scheme to connect the work of the school with 
their home interests. The writer, in studying the point of view of these 
teachers and pupils, was impressed with the belief that this general line 
of work offers large opportunities. 



32 

An argument for preserving the identity of the rural schools: Let 
the city schools work more toward the city industries and let the country 
schools emphasize country industries. This work, once it is properly or- 
ganized, will soon become more interesting than some of the studies of 
the common branches. But it has been proven that this kind of work 
has in many cases assisted the pupils in their general scholarship. 

In these townships a "sugar bush" is found on every farm, along 
highways and streams. The hard maple is found in rows, in groups, 
and growing singly. Other trees, including clumps of grand evergreens, 
are growing about the old farmsteads. Not even in the scenes of au- 
tumnal colorings in Minnesota has the writer seen such beauty. Land 
sells from $25.00 to $40.00 per acre in this region. The normal value is 
nearly double these prices. The people are seeking city life, and the 
schools are helping to educate them for city life, rather than to train them 
for making the most of this most beautiful country. — School Education, 
Minneapolis. 



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